培养专业视野：数学教师候选人在讨论课堂模型视频时的知识谈判

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-09-30 DOI:10.1016/j.tate.2025.105160

Håvard J. Evang

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引用次数: 0

摘要

教师专业视野是教师专业能力的重要组成部分。本研究考察了教师候选人在讨论课堂谈话录像时的主体间框架过程如何支持他们的专业视野发展。受对话分析学习方法的启发，该研究分析了挪威一所大学的20名候选人的视频讨论，并确定了两种规范模式：一种是在一般教学讨论中优先考虑专业知识，另一种是优先考虑个性化知识，并接受数学特定讨论中的模糊论点。该研究强调了在教师教育中培养明确和循证推理的必要性，以促进专业视野的发展。

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Developing professional vision: Mathematics teacher candidates’ negotiation of knowledge when discussing model videos from classrooms

Teachers' professional vision is a key component of teachers' professional competence. This study examines how teacher candidates’ intersubjective framing processes when discussing video-recorded classroom talk support their professional vision development. Inspired by a conversation-analysis approach to learning, the study analyzes video-anchored discussions among 20 candidates at a Norwegian university and identifies two normative patterns: one privileging professional knowledge in general didactical discussions, and another privileging personalized knowledge and accepting vague arguments in mathematics-specific discussions. The study highlights the need to foster explicit and evidence-based reasoning in teacher education to enhance professional vision development.

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.